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Cited by 190Mathematics Education and Teaching TechniquesDigital Education and SocietyEducation during COVID-19 pandemic

The future of mathematics education since COVID-19: humans-with-media or humans-with-non-living-things

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Borba, Marcelo C.·2021·Educational Studies in Mathematics
DOI 10.1007/s10649-021-10043-2PMC PMC8076877
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Abstract

The COVID-19 pandemic has changed the agenda of mathematics education. This change will be analyzed by looking at three trends in mathematics education: the use of digital technology, philosophy of mathematics education, and critical mathematics education. Digital technology became a trend in mathematics education in response to the arrival of a different kind of artifact to the mathematics classroom. It was thrust into the spotlight as the pandemic suddenly moved classrooms online around the world. Challenges specific to mathematics education in this context must be addressed. The link between the COVID-19 pandemic and digital technology in education also raises epistemological issues highlighted by philosophy of mathematics education and critical mathematics education. Using the notion that the basic unit of knowledge production throughout history is humans-with-media, I discuss how humans are connected to the virus, how it has laid bare social inequality, and how it will change the agendas of these three trends in mathematics education. I highlight the urgent need to study how mathematics education happens online for children when the home environment and inequalities in access to digital technologies assume such significant roles as classes move on-line. We need to understand the political role of agency of artifacts such as home in collectives of humans-with-media-things, and finally we need to learn how to implement curricula that address social inequalities. This discussion is intertwined with examples.

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  • Technological innovations such as AR and VR have the potential to change the way students learn and experience mathematics.

    “Technological innovations such as these have the potential to change the way students learn and experience mathematics (Borba, 2021).”

    From Exploring AR and VR Tools in Mathematics Education Through Culturally Responsive Pedagogies (2024) · cites this paper as Borba, 2021

    In “Digital technology and mathematics education” (page unavailable), Borba says technology can create learning experiences that draw students into course content, supporting the general claim that technology may change mathematics learning. The passage does not discuss AR or VR specifically, so it does not establish that potential for those examples. (LLM, conf=0.84)

    Experimental — accuracy not yet measured

  • Non-human actors or things could be natural, cultural, or artifacts.

    “Borba (2021) explained that non-human actors or things could be natural (e.g., environment) or cultural (e.g., symbols or images that represent a student’s culture/background), or they could be artifacts (e.g., software, hardware, internet, apps).”

    From Exploring AR and VR Tools in Mathematics Education Through Culturally Responsive Pedagogies (2024) · cites this paper as Borba, 2021

    In “Philosophy of mathematics education and agency in the notion of humans-with-media” (page unavailable), Borba discusses natural and cultural things as non-human agents and identifies software, hardware, and the Internet as artifacts. The cited passages do not give the specific example of symbols or images representing a student’s cultural background, or identify apps as an example. (LLM, conf=0.86)

    Experimental — accuracy not yet measured

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Research works printed but not linked: 29

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Cited by

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Authors
Borba, M. C.
Affiliations
Universidade Estadual Paulista (Unesp) (BR)
Corresponding author
Borba, Marcelo C.
ORCID
Borba, Marcelo C.
Venue
Educational Studies in Mathematics
Publisher
Springer Science and Business Media LLC
Published
2021-04-27
Volume
108
Issue
1-2
Pages
385-400
ISSN
  • 0013-1954 (ISSN-L)
  • 1573-0816
DOI
10.1007/s10649-021-10043-2
PMC
PMC8076877
OpenAlex
W3157440495
Cited by
190
References
1
Citations by year
2026: 18 · 2025: 37 · 2024: 40 · 2023: 42 · 2022: 41 · 2021: 11 · 2018: 1
FWCI
51.12
Type
journal article
Language
en
Open access
Licence
Locations
  • Educational Studies in Mathematics (publishedVersion)
  • PubMed Central (publishedVersion)
  • PubMed (publishedVersion)
  • LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) (submittedVersion, other-oa)
Topics
  • Social Sciences › Education › Mathematics Education and Teaching Techniques
  • Physical Sciences › Computer Science › Information Systems › Digital Education and Society
  • Social Sciences › Education › Education during COVID-19 pandemic
Keywords
COVID-19 pandemic, mathematics education, digital technology in education, online learning, philosophy of mathematics education, critical mathematics education, social inequality, digital access, family environment, epistemology of mathematics education, curriculum development

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